<![CDATA[The development of educational technology has driven the widespread use of Google Classroom; however, the availability of the platform does not automatically guarantee learning quality, as this largely depends on the teacher's responsibility in managing it. The research gap lies in the scarcity of studies positioning teachers, rather than students, as the main subject of responsibility character internalization in digital learning, particularly in science subjects at suburban schools with limited infrastructure. This study aims to describe teachers' internalization of responsibility character in planning, implementing, and evaluating science learning through Google Classroom at SMP Negeri 7 Sungai Penuh, and to identify the supporting and inhibiting factors. A descriptive qualitative approach was employed involving ten informants selected through purposive sampling, consisting of the principal, vice principal, two science teachers, and six students. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive model, with data validity ensured through source and technique triangulation. The results show that teacher responsibility remains at the value-transformation stage rather than the transinternalization stage: planning is largely administrative with minimal material curation, implementation lacks consistent digital presence and active student monitoring, and evaluation is limited to numerical scores without constructive feedback. Supporting factors include teachers' intrinsic motivation and school policy support, while the dominant inhibiting factors include limited digital competence, excessive administrative workload, and the absence of a digital accountability system from the school. These findings underscore the need for schools to establish a structured digital accountability system, accompanied by continuous professional development in teachers’ digital competencies, so that the internalization of responsibility can progress from the stage of value transformation toward transinternalization. ABSTRAK Perkembangan teknologi pendidikan mendorong pemanfaatan Google Classroom secara luas, namun ketersediaan platform tidak serta-merta menjamin kualitas pembelajaran karena hal tersebut sangat bergantung pada tanggung jawab guru dalam mengelolanya. Kesenjangan penelitian terletak pada minimnya kajian yang menempatkan guru, bukan siswa, sebagai subjek utama internalisasi karakter tanggung jawab dalam pembelajaran digital, khususnya pada mata pelajaran IPA di sekolah pinggiran kota dengan keterbatasan infrastruktur. Penelitian ini bertujuan mendeskripsikan internalisasi karakter tanggung jawab guru dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran IPA melalui Google Classroom di SMP Negeri 7 Sungai Penuh, serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan sepuluh informan yang dipilih melalui purposive sampling, terdiri atas kepala sekolah, wakil kepala sekolah, dua guru IPA, dan enam siswa. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman, dengan keabsahan data dijamin melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa tanggung jawab guru masih berada pada tahap transformasi nilai dan belum mencapai tahap transinternalisasi: perencanaan pembelajaran bersifat administratif dan minim kurasi materi, pelaksanaan belum didukung kehadiran digital yang konsisten serta monitoring aktif terhadap siswa, dan evaluasi terbatas pada pemberian angka tanpa umpan balik konstruktif. Faktor pendukung meliputi motivasi intrinsik guru dan dukungan kebijakan sekolah, sedangkan faktor penghambat dominan meliputi keterbatasan kompetensi digital, beban administratif, dan minimnya sistem akuntabilitas digital dari sekolah. Temuan ini menegaskan perlunya sekolah membangun sistem akuntabilitas digital yang terstruktur disertai pelatihan kompetensi digital guru secara berkelanjutan agar internalisasi tanggung jawab dapat bergerak dari tahap transformasi nilai menuju transinternalisasi.]]>
